School Grade Level 9

Teacher Learning Area ARTS

Teaching Dates
and Time Quarter SECOND
DETAILED LESSON PLAN in ARTS 9 – Lesson 1

1.OBJECTIVES
A. Content Standards The learner…
1.art elements and processes by synthesizing and
applying prior knowledge and skills

2. the arts as integral to the development of

organizations, spiritual belief, historical events, scientific
discoveries, natural disasters/ occurrences, and other
external phenomena
B. Performance Standards The learner…

1. performs/ participate competently in a presentation of

a creative impression (verbal/nonverbal) of a particular
artistic period

2. recognizes the difference and uniqueness of the art

styles of the different periods (techniques, process,
elements, and principles of art)
C. Learning Competencies/ Identify distinct characteristics of arts during the
Objectives (Write the LC Renaissance and Baroque periods A9EL-IIa-2
code for each) identify representative artists from Renaissance and
Baroque periods A9EL-IIa-3

Objectives
Knowledge: identify distinct characteristics of arts during
the Renaissance and Baroque periods
Skills: classify the characteristics of arts during the
Renaissance and Baroque periods
Attitude: Work with his or her classmates with
enthusiasm and cooperation.
Values: Cooperate, Demonstrate, Participate, and help
and respect each other.
2.CONTENT: ARTS OF THE RENAISSANCE AND BAROQUE PERIOD

3.LEARNING RESOURCES
A. References ARTS LEARNER’S MATERIAL, GRADE 9 Unit II
1.Teacher’s Guide Pages
2.Learner’s Material Pages ARTS LEARNER’S MATERIAL pp 195 and 198
3.Textbook pages
4.Additional Material from
Learning Resource(LR)
portal
 B. Other Learning
Resources Laptop, speaker, pictures, worksheets
4. PROCEDURES (May vary. It depends upon the teacher. This is a flexible part. Put
time allotment in each step)
Activity Teacher’s Activity Student’s Activity
PREPARATIONS Preliminaries The learners will
- Prayer participate in the
Motivation/Introductory - Greetings prayer, in
Activity (5 mins.) -Attendance check (ask only who attendance check.
are absent in the class)

Motivation
The teacher will The learners will
1. Divide the class into 3 groups. pay attention.
Each group will be given a set of
pictures of different art forms. They will go to their
2. Identify the common group and will do
characteristics of the pictures. brainstorming for 1
3. On the board or on a classroom min. then group
wall, put the pictures with similar presentation.
characteristics together. 4.
Describe the similar characteristics.

PRESENTATION Activity: Picture Analysis

Activity (15 mins.)
The teacher will show 5 pictures The students will
with 5 guide questions. jot down the guide
questions given to
1. What are the characteristics them.
of renaissance art?
2. What are the characteristics
of baroque art?

Analysis (10 mins.) The teacher will divide the class Group activity and
. into 3 groups and answer the guide brainstorming.
questions:

1. What are the characteristics

of renaissance art?

2. What are the characteristics

of baroque art

Abstraction (20 mins.)

The teacher will let the learners Students take
share to the class their answers to down notes of
the guide questions given. important words,
After the class sharing, teacher will places and events
give additional discussion. being discussed
Renaissance Period (1400-1600)
Renaissance was the period of
economic progress. The period
stirred enthusiasm for the study of
ancient philosophy and artistic
values.
Italian Renaissance began in the
late 14th century. It was an era of
great artistic and intellectual
achievement with the birth of
secular art. The focus was on
realistic and humanistic art.
Renaissance art was characterized
by accurate anatomy, scientific
perspective, and deeper
landscape.
Renaissance painters depicted
real-life figures and their sculptures
were naturalistic portraits of human
beings.

Architecture during this period was

characterized by its symmetry and
balance.
As the classical Greeks believed in
the harmonious development of the
person through a sound mind, by
the practice of athletics, the
Renaissance held up the ideal of
the well-rounded person,
knowledgeable in a number of
fields such as philosophy, science,
arts, including painting and music –
and who applies his/her knowledge
to productive and creative activity.
The Renaissance was a period of
artistic experimentation. It brought
people into a full view just like the
human figures in Greek Art.
Renaissance art marks the
transition of Europe from the
medieval period to the early
modern age. In many parts of
Europe, Early Renaissance art was
created in parallel with Late
Medieval art. By 1500, the
Renaissance style prevailed.
The greatest cathedral building of
the age was the rebuilding of St.
Peter’s Basilica in Rome.

Baroque Art (1600-1800)

The term Baroque was derived
from the Portuguese word
“barocco” which means “irregularly
shaped pearl or stone.” It describes
a fairly complex idiom and focuses
on painting, sculpture, as well as
architecture.
After the idealism of Renaissance,
and the slightly forced nature of
“mannerism”, Baroque art above all
reflects the tensions of the age
notably the desire of the Catholic
Church in Rome to reassert itself in
the wake of the Protestant
Reformation which is almost the
same with Catholic- Reformation
Art of the period.
Although always in conflict with the
simple, clear, and geometric
concepts of classicism, the
Baroque existed in varying degrees
of intensity, from a simple animated
movement of lines and surfaces, to
a rich and dynamic wealth.
Baroque was a period of artistic
styles in exaggerated motion,
drama, tension, and grandeur. The
style started in Rome, Italy and
spread to most of Europe.
The Roman Catholic Church highly
encouraged the Baroque style to
propagate Christianity while the
aristocracy used Baroque style for
architecture and arts to impress
visitors, express triumph, power,
and control.
Baroque painting illustrated key
elements of Catholic dogma, either
directly in Biblical works or
indirectly in imaginary or symbolic
work. The gestures are broader
than Mannerist gestures: less
ambiguous, less arcane, and
mysterious.
Baroque sculpture, typically larger
 than life size, is marked by a
similar sense of dynamic
movement, along with an active
use of space.
Baroque architecture was designed
to create spectacle and illusion.
Thus the straight lines of the
Renaissance were replaced with
flowing curves.

PRACTICE The teacher will let the learners - Learners

Application (5 mins.) answer the activity. will do the
task
Identify the characteristics of each actively.
period. Write renaissance if the
characteristics was under
Renaissance and If Baroque
characteristics write the baroque Answer key
word. Write your answer on the
space provided.
1. Renaissance
______1. Accurate anatomy 2. Baroque
______2. Exaggerated Motion 3. Baroque
______3. Grandeur 4. Renaissance
5. Baroque
______4. Scientific perspective
______5. Tension

ASSESSMENT PAPER-PENCIL TEST

(___6_minutes):
Direction: Read the questions
carefully and encircle the best Learners will
answer. answer the activity.
1. Drama is one of the
characteristic of Baroque? 1. True
a. True 2. True
b. False 3. False
2. Renaissance art was 4. False
characterized by accurate 5. True
anatomy?
a. True
b. False
3. Scientific perspective and
grandeur are both characteristic
of renaissance art?
a. True
b. False
 4. Tension was under on
renaissance artistic style?
a. True
b. False

5. Deeper Landscape was one of

the characteristic of
renaissance?
a. True
b. False

Assessment Method
Possible Activities
a) Observation
b) Talking to .
Learners/Conferencing
c) Analysis of Learners’
Products
d) Tests They will answer the activity attach The learners’ will
to this DLP in the last page. do the task.
ASSIGNMENT
Reinforcing the day’s lesson
Enriching the day’s lesson
Enhancing the day’s lesson
Preparing for the new
lesson
Concluding Activity:
(2 mins.)
5.REMARKS:

6.REFLECTION:

A. No. of learners who earned 80% in the evolution

B. No. of learners who require additional activities
for remediation.
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my learning strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?